Teacher’s Name: Tori Penney Lesson #: 3 Facet: Empathy Grade Level: 9-12 Numbers of Days: Continuous throughout unit Topic: Rights
PART I: Objectives Student will understand that there is a difference between the Bill of Rights, the Civil Rights Act, and the Constitution. This is important because these are the documents that provide them their rights as citizens.
Student will know John F. Kennedy, NAACP, Lyndon B. Johnson, Bill of Rights, Martin Luther King Jr, the Black Panthers, KKK, Washington monument, Little Rock, Birmingham, slavery, racism, segregation, activism, protest, march, congress, desegregation, Bob Dylan, March on Washington, Rosa Parks, Montgomery Bus Boycott, Freedom Riders, Letter from Birmingham Jail, I Have a Dream speech.
Student will be able to Students will be able to consider that they have the ability to change through describing a change they or someone else has made in their world within their podcast, and how to protect themselves with their rights.
Product: Podcast
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment Maine Learning Results Content Area: Social Studies Standard Label: Civics and Government Standard: Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world. Grade Level Span: Grade 9-Diploma Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world. Performance Indicators: a, b, c.
Rationale: Students will be researching and reporting on their rights as citizens, and how to protect themselves with these rights from other citizens, as well as the possibility to change political systems and people in authority.
Assessments
Formative (Assessment for Learning) Section I – checking for understanding during instruction I will use the 4321 Scoring Scale to ask students if they believe that they could of made a change during these situations, such as the March on Washington, sit-ins, etc, and if they'd feel comfortable doing so in todays world
Section II – timely feedback for products (self, peer, teacher) I will let give the students a checklist to make sure that they cover everything that is required in their podcast.
Summative (Assessment of Learning): Students will be making podcasts where they discuss the current situation of other countries and how people there are making a difference. The students will have the option to choose which country they will report on. This will be graded on research and content. Students can go about this anyway that they please. They can pretend to be a newscaster, a witness, or an activist.
Integration Technology: Students will be making a podcast on their laptops where they discuss how to use their rights and then upload it to SoundCloud.
Content Areas: English: The students will be reading and responding to a question for each podcast. They will be encouraged to map out or write down their answers before recording.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction I will have the students use a story map and draw out a situation where they or someone they knew made a difference in their world.
Section II – Groups and Roles for Product The students will make story maps within their groups, and share it with the rest of the class with a gallery walk. The students will work on their podcasts on their own for homework.
Differentiated Instruction
MI Strategies
Verbal: Students will have the ability to add pictures to their podcast about situations where they would need to know their rights, but it has to have some sort of relation to their topic. Logic: Students will be making a podcast where they discuss situations and how rights protect themselves during these situations, this will require them to think ahead and out of the box and imagine the situation. Visual: Students will have the ability to add photos to their podcast about situations where they would need to know their rights, but it has to have some sort of relation to their topic. Musical: Students will have the ability to add background music to their podcast about situations where they would need to know their rights, but it has to have some sort of relation to their topic. Interpersonal: Students will be making a podcast where they discuss situations and how rights protect them against those situations. These situations will include other people and how they would interact with those people. Intrapersonal: Students will be making a podcast where they discuss situations and how rights protect them against those situations. Because the students will using first person, they will be thinking deeper about what they would do.
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: Students who are absent will be given class notes from google docs to go over, will have a conference with the teacher to make sure that they fully understand the notes and to elaborate on the notes. I will talk to the student to make sure they are aware of the requirements of the assignment and how to make a podcast as well as how to upload it to soundcloud.
Extensions
Type II technology: Students will be making a podcast and uploading it to soundcloud.
Gifted Students: I will challenge students who are gifted by having them have the choice to do a more thorough podcast that goes a lot deeper, but it will have the same requirements for content and length as the other podcasts.
Materials, Resources and Technology Pencils Colored Pencils Markers Pens Paper Laptop Projector Internet Student Laptops Teacher Laptop
On December 1st, 1955, a woman boarded a bus and sat down in the black section of the bus. She was tired, exhausted even, and was happy to finally take a seat. But in 1900, Montgomery has passed a city ordinance that gave bus drivers the power of police officers, and the bus driver told the woman to move, she was too close to the line and they needed more room for the black folks. But she was tired, and she refused to budge. The bus driver, with his empowerment, went to the police office and filed out a report. That woman is now known as "the mother of the freedom movement," and her name is Rosa Parks.
All it takes to make a difference is refusing to budge, and sticking up for what you believe in.
75% of the riders were black, but they were still required to follow the whims of bus drivers that way the "whites could have a safe and comfortable ride." Would you feel comfortable doing this? What were her rights at this time? What rights do you have? -- Write on board
The right to vote &participate in your local, state, and national government.
Freedom of Speech: works, speech, actions.
Right to remain silent
Freedom of Religion
Freedom of Press
Freedom of Assembly
Freedom of Petition
Right to Bear Arms
No Quartering Right
Right to Equal Justice
Right to own
To be protected and represented by the U.S. Government
To live where you wish within the U.S. and its territories
But these come with responsibilities.
1. Taxes 2. Be a member of the military if our government ever re-uses the draft 3. Serve on a jury if ever called upon 4. Many others.
Handouts Story Board Organizer
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Day 1 15 - Hook - Talk about Rosa Parks and her legal rights 35 - Graphic Organizer Activity - Students make story boards 10 - Gallery Walk - Students look at each others boards 20 - Explain Podcasts, set up accounts.
Classroom Arrangement: Small groups of 4 all facing each other.
Students will understand that there is a difference between the Bill of Rights, the Civil Rights Act, and the Constitution. This is important because these are the documents that provide them their rights as citizens. Students draw on concepts from civics and government to understand political systems, power, authority, governance, civil ideals and practices, and the role of citizens in the community. I will have a discussion at the beginning of the class with the students about Rosa Parks, what she really did, and what her rights as a citizen were on that bus. I will ask the students if they would of done the same thing. For a pre-assessment, students will fill out a KWL chart where they describe what they know, what they want to know, and at the end what they learned. Why, Where, What, Hook, Tailors: Verbal, Logic, Interpersonal, Intrapersonal.
Students will know John F. Kennedy, NAACP, Lyndon B. Johnson, Bill of Rights, Martin Luther King Jr, the Black Panthers, KKK, Washington monument, Little Rock, Birmingham, slavery, racism, segregation, activism, protest, march, congress, desegregation, African American Civil Rights movement, Montgomery Bus Boycott, Equal Pay Act, Freedom Riders, Birmingham March, Birmingham letter, 'I Have a Dream Speech.'(see content notes). Students will be given a storyboard that way the students can draw out and see the ways to protect themselves. This organizer will help them put important events in order that led to one specific event, such as Martin Luther King getting arrested in Birmingham and the Birmingham letters leading up to the March on Washington. Each student will focus on one important event and relay that information to the other students within Jigsaw activity. I am going to use exit tickets by asking them about three things that led to the Civil Rights Act. Equip, Explore, Rethink, Tailors: Verbal, Logic, Visual.
Students will be able to consider that they have the ability to change through describing a change they or someone else has made in their world within their podcast, as well as how they would react in certain situations that would require them to take advantage of their rights. A podcast is an audio recording of an audio presentation that is put online. Students will make a podcast that discusses their rights and their opportunities for change. They will research their rights thoroughly. This project will be graded on content as well as audio clarity. Students will have the opportunity to listen to others podcats, and will be allowed to put music or sound effects in their podcasts. Students will work on their podcasts for homework. I am going to use a 4321 scale to ask the students if they would know what to do in certain legal situations and if they would be willing to do a sit in or a protest like those done during the Civil Rights Era. I will have students use a checklist to make sure they have everything needed for their podcasts. Explore, Experience, Rethink, Revice, Refine, Tailors: Verbal, Logic, Musical, Interpersonal, Intrapersonal.
Students will research their rights thoroughly. This project will be graded on content and length. Self and Teacher feedback will be used. The students will give themselves feedback with a checklist on which they may also write comments on their performance. I will grade them with a rubric. Evaluate, Tailors: Verbal/Linguistic, Intrapersonal.
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Clipboard learners get to use their memorizing skills with the Miranda Warning in their podcasts and story boards if they wish, as well as their rights word for word (if they wish). The podcasts and the story board exercise is very organized, and will be comforting for a clipboard.
Microscope: Microscope learners will find looking at the laws fun and intriguing, and will find the ideas of rights and how they came along to be very interesting.
Puppy: Puppies should feel very comfortable during this lesson because its all about talking about what they would do in a situation and what they feel comfortable with.
Beach Ball: Beach ball learners will be free to answer the questions as they please in their podcasts, and will be able to go about their storyboard as they wish too. This freedom of choice will make a beach ball very comfortable. Also, talking aloud with the podcasts should also be fun for them.
Rationale: This lesson will give students plenty of options for how to go about their learning and their projects. All of the learning styles have the option to personalize their Podcasts and Storyboards and go about it as they wish as long as it still discusses their rights and how they can use them.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative: The teacher will use a 4321 scoring scale to not only test the students comfort level with taking the steps required to make change, but also to make sure that they are comfortable protecting themselves with their rights and have good knowledge of their rights and what they protect.
Summative: The students will be summatively assessed through their podcasts. The teacher will also listen to their podcasts to make sure that they are focused on their rights and how they would use them. A rubric will be made for the teacher to used to grade the podcasts.
Rationale: During this lesson there will be a formative and a summative assessment. The formative assessment will check for understanding of the subject matter and comfort levels. The summative assessment will check for thorough understanding of the subject matter.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge: Students will know Rosa Parks, the Montgomery Bus Boycott, Martin Luther King Jr. Students will be able to consider that they have the ability to change through describing a change they or someone else has made in their world within their podcast, as well as how they would react in certain situations that would require them to take advantage of their rights.
MLR or CCSS: Maine Learning Results Content Area: Social Studies Standard Label: Civics and Government Standard: Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world. Grade Level Span: Grade 9-Diploma Performance Indicators: a, b, c.
Facet: Empathy
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies: Verbal: Students will have the ability to add pictures to their podcast about situations where they would need to know their rights, but it has to have some sort of relation to their topic. Logic: Students will be making a podcast where they discuss situations and how rights protect themselves during these situations, this will require them to think ahead and out of the box and imagine the situation. Visual: Students will have the ability to add photos to their podcast about situations where they would need to know their rights, but it has to have some sort of relation to their topic. Musical: Students will have the ability to add background music to their podcast about situations where they would need to know their rights, but it has to have some sort of relation to their topic. Interpersonal: Students will be making a podcast where they discuss situations and how rights protect them against those situations. These situations will include other people and how they would interact with those people. Intrapersonal: Students will be making a podcast where they discuss situations and how rights protect them against those situations. Because the students will using first person, they will be thinking deeper about what they would do.
Type II Technology: The creation of a podcast is very interactive between the student and the technology. Students must seek out the information and media and apply it to the their podcast.
Rationale: Podcasts are very interactive and encourage the students not only to think more critically, but also more creatively. A podcast requires the student to record the audio presentation and then upload it to SoundCloud, where other students and interested people can read it.
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: The creation of the podcasts will be a very creative and innovative process. The students get to create their own podcasts and upload it to SoundCloud. The ability to make and present a presentation in an engaging way is a necessary life skill in todays world, and this tool will be beneficial to them throughout their secondary and post-secondary educational careers as well as their work experiences. The students will need to plan and put together this audio presentation all on their own, helping them develop their brainstorming and developing skills. Students will, once finished, have the opportunity to share their podcasts or listen to others.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: Students will be expressing all that they have learned within this podcast audio presentation. Students will be using this tool to develop and show their learning, and it will courage their research and news skills. Students will have the option to put music or other audio effects into their presentation, and how to set up the presentation, giving them the opportunity to explore their own personal curiosities. This lesson incorporates all six of the eight multiple intelligences in one way or another, giving the students lots of options.
Teacher’s Name: Tori Penney Lesson #: 3 Facet: Empathy
Grade Level: 9-12 Numbers of Days: Continuous throughout unit
Topic: Rights
PART I:
Objectives
Student will understand that there is a difference between the Bill of Rights, the Civil Rights Act, and the Constitution. This is important because these are the documents that provide them their rights as citizens.
Student will know John F. Kennedy, NAACP, Lyndon B. Johnson, Bill of Rights, Martin Luther King Jr, the Black Panthers, KKK, Washington monument, Little Rock, Birmingham, slavery, racism, segregation, activism, protest, march, congress, desegregation, Bob Dylan, March on Washington, Rosa Parks, Montgomery Bus Boycott, Freedom Riders, Letter from Birmingham Jail, I Have a Dream speech.
Student will be able to
Students will be able to consider that they have the ability to change through describing a change they or someone else has made in their world within their podcast, and how to protect themselves with their rights.
Product: Podcast
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Maine Learning Results
Content Area: Social Studies
Standard Label: Civics and Government
Standard: Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.
Grade Level Span: Grade 9-Diploma
Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world.
Performance Indicators: a, b, c.
Rationale: Students will be researching and reporting on their rights as citizens, and how to protect themselves with these rights from other citizens, as well as the possibility to change political systems and people in authority.
Assessments
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
I will use the 4321 Scoring Scale to ask students if they believe that they could of made a change during these situations, such as the March on Washington, sit-ins, etc, and if they'd feel comfortable doing so in todays world
Section II – timely feedback for products (self, peer, teacher)
I will let give the students a checklist to make sure that they cover everything that is required in their podcast.
Summative (Assessment of Learning): Students will be making podcasts where they discuss the current situation of other countries and how people there are making a difference. The students will have the option to choose which country they will report on. This will be graded on research and content. Students can go about this anyway that they please. They can pretend to be a newscaster, a witness, or an activist.
Integration
Technology: Students will be making a podcast on their laptops where they discuss how to use their rights and then upload it to SoundCloud.
Content Areas: English: The students will be reading and responding to a question for each podcast. They will be encouraged to map out or write down their answers before recording.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
I will have the students use a story map and draw out a situation where they or someone they knew made a difference in their world.
Section II – Groups and Roles for Product
The students will make story maps within their groups, and share it with the rest of the class with a gallery walk. The students will work on their podcasts on their own for homework.
Differentiated Instruction
MI Strategies
Verbal: Students will have the ability to add pictures to their podcast about situations where they would need to know their rights, but it has to have some sort of relation to their topic.
Logic: Students will be making a podcast where they discuss situations and how rights protect themselves during these situations, this will require them to think ahead and out of the box and imagine the situation.
Visual: Students will have the ability to add photos to their podcast about situations where they would need to know their rights, but it has to have some sort of relation to their topic.
Musical: Students will have the ability to add background music to their podcast about situations where they would need to know their rights, but it has to have some sort of relation to their topic.
Interpersonal: Students will be making a podcast where they discuss situations and how rights protect them against those situations. These situations will include other people and how they would interact with those people.
Intrapersonal: Students will be making a podcast where they discuss situations and how rights protect them against those situations. Because the students will using first person, they will be thinking deeper about what they would do.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: Students who are absent will be given class notes from google docs to go over, will have a conference with the teacher to make sure that they fully understand the notes and to elaborate on the notes. I will talk to the student to make sure they are aware of the requirements of the assignment and how to make a podcast as well as how to upload it to soundcloud.
Extensions
Type II technology:
Students will be making a podcast and uploading it to soundcloud.
Gifted Students:
I will challenge students who are gifted by having them have the choice to do a more thorough podcast that goes a lot deeper, but it will have the same requirements for content and length as the other podcasts.
Materials, Resources and Technology
Pencils
Colored Pencils
Markers
Pens
Paper
Laptop
Projector
Internet
Student Laptops
Teacher Laptop
Source for Lesson Plan and Research
Podcast:
Sound cloud site - https://soundcloud.com/
Rosa Parks:
http://en.wikipedia.org/wiki/Rosa_Parks#Montgomery_buses:_law_and_prevailing_customs
Graphic Organizer: http://www.eduplace.com/graphicorganizer/pdf/storymap3.pdf
CONTENT NOTES
On December 1st, 1955, a woman boarded a bus and sat down in the black section of the bus. She was tired, exhausted even, and was happy to finally take a seat. But in 1900, Montgomery has passed a city ordinance that gave bus drivers the power of police officers, and the bus driver told the woman to move, she was too close to the line and they needed more room for the black folks. But she was tired, and she refused to budge. The bus driver, with his empowerment, went to the police office and filed out a report. That woman is now known as "the mother of the freedom movement," and her name is Rosa Parks.
All it takes to make a difference is refusing to budge, and sticking up for what you believe in.
75% of the riders were black, but they were still required to follow the whims of bus drivers that way the "whites could have a safe and comfortable ride." Would you feel comfortable doing this? What were her rights at this time?
What rights do you have? -- Write on board
But these come with responsibilities.
1. Taxes
2. Be a member of the military if our government ever re-uses the draft
3. Serve on a jury if ever called upon
4. Many others.
Handouts
Story Board Organizer
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Day 1
15 - Hook - Talk about Rosa Parks and her legal rights
35 - Graphic Organizer Activity - Students make story boards
10 - Gallery Walk - Students look at each others boards
20 - Explain Podcasts, set up accounts.
Classroom Arrangement: Small groups of 4 all facing each other.
Students will understand that there is a difference between the Bill of Rights, the Civil Rights Act, and the Constitution. This is important because these are the documents that provide them their rights as citizens. Students draw on concepts from civics and government to understand political systems, power, authority, governance, civil ideals and practices, and the role of citizens in the community. I will have a discussion at the beginning of the class with the students about Rosa Parks, what she really did, and what her rights as a citizen were on that bus. I will ask the students if they would of done the same thing. For a pre-assessment, students will fill out a KWL chart where they describe what they know, what they want to know, and at the end what they learned.
Why, Where, What, Hook, Tailors: Verbal, Logic, Interpersonal, Intrapersonal.
Students will know John F. Kennedy, NAACP, Lyndon B. Johnson, Bill of Rights, Martin Luther King Jr, the Black Panthers, KKK, Washington monument, Little Rock, Birmingham, slavery, racism, segregation, activism, protest, march, congress, desegregation, African American Civil Rights movement, Montgomery Bus Boycott, Equal Pay Act, Freedom Riders, Birmingham March, Birmingham letter, 'I Have a Dream Speech.'(see content notes). Students will be given a storyboard that way the students can draw out and see the ways to protect themselves. This organizer will help them put important events in order that led to one specific event, such as Martin Luther King getting arrested in Birmingham and the Birmingham letters leading up to the March on Washington. Each student will focus on one important event and relay that information to the other students within Jigsaw activity. I am going to use exit tickets by asking them about three things that led to the Civil Rights Act.
Equip, Explore, Rethink, Tailors: Verbal, Logic, Visual.
Students will be able to consider that they have the ability to change through describing a change they or someone else has made in their world within their podcast, as well as how they would react in certain situations that would require them to take advantage of their rights. A podcast is an audio recording of an audio presentation that is put online. Students will make a podcast that discusses their rights and their opportunities for change. They will research their rights thoroughly. This project will be graded on content as well as audio clarity. Students will have the opportunity to listen to others podcats, and will be allowed to put music or sound effects in their podcasts. Students will work on their podcasts for homework. I am going to use a 4321 scale to ask the students if they would know what to do in certain legal situations and if they would be willing to do a sit in or a protest like those done during the Civil Rights Era. I will have students use a checklist to make sure they have everything needed for their podcasts.
Explore, Experience, Rethink, Revice, Refine, Tailors: Verbal, Logic, Musical, Interpersonal, Intrapersonal.
Students will research their rights thoroughly. This project will be graded on content and length. Self and Teacher feedback will be used. The students will give themselves feedback with a checklist on which they may also write comments on their performance. I will grade them with a rubric.
Evaluate, Tailors: Verbal/Linguistic, Intrapersonal.
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Clipboard learners get to use their memorizing skills with the Miranda Warning in their podcasts and story boards if they wish, as well as their rights word for word (if they wish). The podcasts and the story board exercise is very organized, and will be comforting for a clipboard.
Microscope: Microscope learners will find looking at the laws fun and intriguing, and will find the ideas of rights and how they came along to be very interesting.
Puppy: Puppies should feel very comfortable during this lesson because its all about talking about what they would do in a situation and what they feel comfortable with.
Beach Ball: Beach ball learners will be free to answer the questions as they please in their podcasts, and will be able to go about their storyboard as they wish too. This freedom of choice will make a beach ball very comfortable. Also, talking aloud with the podcasts should also be fun for them.
Rationale: This lesson will give students plenty of options for how to go about their learning and their projects. All of the learning styles have the option to personalize their Podcasts and Storyboards and go about it as they wish as long as it still discusses their rights and how they can use them.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative: The teacher will use a 4321 scoring scale to not only test the students comfort level with taking the steps required to make change, but also to make sure that they are comfortable protecting themselves with their rights and have good knowledge of their rights and what they protect.
Summative: The students will be summatively assessed through their podcasts. The teacher will also listen to their podcasts to make sure that they are focused on their rights and how they would use them. A rubric will be made for the teacher to used to grade the podcasts.
Rationale: During this lesson there will be a formative and a summative assessment. The formative assessment will check for understanding of the subject matter and comfort levels. The summative assessment will check for thorough understanding of the subject matter.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
Students will know Rosa Parks, the Montgomery Bus Boycott, Martin Luther King Jr.
Students will be able to consider that they have the ability to change through describing a change they or someone else has made in their world within their podcast, as well as how they would react in certain situations that would require them to take advantage of their rights.
MLR or CCSS:
Maine Learning Results Content Area: Social Studies Standard Label: Civics and Government
Standard: Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world. Grade Level Span: Grade 9-Diploma
Performance Indicators: a, b, c.
Facet:
Empathy
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Verbal: Students will have the ability to add pictures to their podcast about situations where they would need to know their rights, but it has to have some sort of relation to their topic.
Logic: Students will be making a podcast where they discuss situations and how rights protect themselves during these situations, this will require them to think ahead and out of the box and imagine the situation.
Visual: Students will have the ability to add photos to their podcast about situations where they would need to know their rights, but it has to have some sort of relation to their topic.
Musical: Students will have the ability to add background music to their podcast about situations where they would need to know their rights, but it has to have some sort of relation to their topic.
Interpersonal: Students will be making a podcast where they discuss situations and how rights protect them against those situations. These situations will include other people and how they would interact with those people.
Intrapersonal: Students will be making a podcast where they discuss situations and how rights protect them against those situations. Because the students will using first person, they will be thinking deeper about what they would do.
Type II Technology:
The creation of a podcast is very interactive between the student and the technology. Students must seek out the information and media and apply it to the their podcast.
Rationale: Podcasts are very interactive and encourage the students not only to think more critically, but also more creatively. A podcast requires the student to record the audio presentation and then upload it to SoundCloud, where other students and interested people can read it.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: The creation of the podcasts will be a very creative and innovative process. The students get to create their own podcasts and upload it to SoundCloud. The ability to make and present a presentation in an engaging way is a necessary life skill in todays world, and this tool will be beneficial to them throughout their secondary and post-secondary educational careers as well as their work experiences. The students will need to plan and put together this audio presentation all on their own, helping them develop their brainstorming and developing skills. Students will, once finished, have the opportunity to share their podcasts or listen to others.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: Students will be expressing all that they have learned within this podcast audio presentation. Students will be using this tool to develop and show their learning, and it will courage their research and news skills. Students will have the option to put music or other audio effects into their presentation, and how to set up the presentation, giving them the opportunity to explore their own personal curiosities. This lesson incorporates all six of the eight multiple intelligences in one way or another, giving the students lots of options.